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From Phil Bell: Here's a (somewhat dated) bibliography related to culturally responsive / inclusive instruction... http://sciencemathpartnerships.org/publications/resources/#equity

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We're continually updating the agenda on the cosss.org website to include links to all presentations. Heidi's presentation is linked there now.  - Kevin

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If you're curious about how the physics community is thinking about these Framework webs in reference to physics concepts specifically, the American Association of Physics Teachers has put this together: http://aapt.org/k12/Physics-in-21st-Century-Science-Standards.cfm (It's a free download, but I can bring in give-away hard-copies upon request tomorrow morning). Rebecca Vieyra

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Phil and Bill's presentation:  I appreciate the intentional use of language used within your materials about equity to promote an asset-orientation, specifically the use of "Emerging Bilinguals" -JBruno

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For Heidi: Be clear in the report about how you use "integrated instruction" because it took on three different meanings in the 30 minutes of discussion: 1) from Heidi's presentation, integrated instruction meant lab experiences, lectures, reading, etc.  Then in discussions, integrated meant integrating Earth, Physical, and Life sciences.  Then, additionally integrated meant science, literacy, and math.

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"labs" can also be field experiences; wonder if investigation is better word--could be in classroom, outside, or after fact analyzing and interpreting data from an investigation

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RE: Conclusion 6: State science standards that are interpreted as encouraging the teaching of extensive lists of science topics in a given grade may discourage teachers from spending the time needed for effective laboratory learning.

We discussed generational differences:
Veteran teacher (over 17 years…) - taught pre-NCLB, taught during NCLB (had to cut out some of the good flow of the lesson), and now returning to “this” conclusion - and maybe need a refresher and tools of specific/explicit practices and CCC - but they are excited and liberated by the change in testing to lift the burden
New teacher - who was a student during NCLB era - had never experienced classroom instruction in an era where they experienced more open ended instruction.  They are preparing for a world that they have never experienced first hand.

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wondering if there is data on elementary level--must set foundation early in order to build on student learning not only of content but of proficiency on use of practices/scientific habits of mind and behaviors

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Look beyond lab experience to include engineering design

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RE: the 1963 logo, note that there is the double helix, that in 1963, was cutting edge science; the two children - a girl and a boy, showing our commitment early on to equity, and that the two children are looking upward at the satellite (again a cutting edge piece of science in 1963). And the blue is because back then all we had was mimeograph, and that was blue but I like to think it was because it isn't black, white, brown or green.

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Regarding report--increased emphasis on collaboration, student discourse and articulation of understanding, engineering design process with application to  real world problems in context that is culturally relevant to all students, comprehensive assessment system with emphasis on classroom curriculum-embedded formative and interim assessments that must be performance-based.

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Link to the ACESSE Hub with one-stop shop for resources and research instruments

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Heidi's presentation is linked to the agenda!

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Convo w MI, WA, AL about Heidi's Qs: (1) Make sure to call out 3D in the report, practices are easy to call out, but naming how CCCs can be brought forward in terms of landscape change; (2) Make sure *breadth* and connections among practices are emphasized within laboratory activities; (3) Need examples of "non-hands-on" labs (e.g., looking at data as part of an investigation, simulation) to address/anticipate objections to their not being enough "hands-on"; (4) focus on equity of access to technology for simulations across grade levels, real scientific and local-to-states datasets to be public that are accessible for use across grade levels; (5) hope there are strong recommendations about teacher preparation  - notes by BP

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Will we get access to Heidi's presentation?

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hello